Keeping Children Healthy

In an effort to keep myself healthy and get back on track with a personal diet, I find the information to cause my brain to go into overload mode. This got me thinking... how are we supposed to stay healthy as teachers to not only set an example for our students but to also provide them with the healthy eating tips they need. With nutritional health escaping from the curriculum, teachers need to be proficient in the information they are providing in their cross curriculum lessons.

My curiosity lead me to an article (link provided below) that explains a new and simple way of looking at the food pyramid. It is called the plate. The article gives examples of how this model can be used for breakfast, lunch and dinner. This simple design is a reminder of how we, as children or adults, should be including a variety of foods at each meal. With the colored sections we can see the there portions for each group. Portioning is important and goes unnoticed in the families I have been around.

On a more personal note, when I eat better by portioning and varying my foods, I notice that I am in a much happier and energetic mood. I want this same feeling for my future students.  By using this simple form of the food pyramid I think that children will better understand and look at their own plates differently and hopefully ask "What is missing?". The goal for me is to provide my students with the necessary nutritional health information they need to have a better attitude.

Link to June 2011 article: kidshealth.org : Food Guide Pyramid Becomes a Plate

Lesson Plan: Corduroy

Below is a lesson plan that was created for a reading methods class. The read aloud is aimed to focus on retelling events in a story and comprehension. The standards listed are from the Nevada Department of Education. I hope you enjoy!

Lesson: Corduroy, by Don Freeman

Standards:
2.1.3 With assistance, use after reading strategies based on text and purpose to orally recall details ad orally restate main ideas.
3.1.1 With assistance, listen for and identify setting and sequence of events.
3.1.3 Identify the main idea.

Materials: Corduroy with post-its, Sharing Glove (one for each group), Sharing Glove worksheets.

Anticipatory Set: Prepare the students by asking them if they have a teddy bear of their own? Do they remember where they got it? Tell them that we are going to read a story a little girl’s teddy bear, we will stop and retell some events that have happened periodically. Ask if they know what it means to retell.

Purpose/Objectives:
 Students will be able to point out the main idea and recall details.
 Students will be able to identify setting and sequence of events.
 Students will learn how to retell events in a story.
 Students will gain practice on organizing oral presentations.

Input: Read aloud the book Corduroy, while stopping and prompting students where the post-its are found. When completed, ask the students to share some of their favorite part with their shoulder partner. Check for understanding: ask if the students if they feel comfortable retelling the story. They will work with their groups and then present their retell to the class using the sharing glove.
Send students back to their desk to work with their groups on the retell activity. Make sure each group has a glove and a worksheet.

Modeling: The first time the post-it signals for a retell, show the students how to retell the story. The next post-it they will have to do it on their own with a partner, and then next two times they will have to do it alone, the teacher will call on one or more students to share their answer with the class. Also be sure to model the Sharing Glove in a brief manor, while modeling it be sure to use the worksheet to show how students can use it as a guide.

Check for Understanding: Before sending the students to their desks to work on the retell activity ask them if they understand how to retell a story by giving a thumbs up for “yes I can retell a story” and a thumbs down for “I think I need more help understanding how to retell”.

Guided Practice: Read and think aloud with students teaching them the practices of retelling events in the story.

Independent Practice: In small groups have students use the retelling strategy of using the Sharing Glove and worksheet that guides students on how to use it. The groups will share their retell with the class, choosing one student to wear the glove and demonstrate each part of the retell.

Assessment:
Formal: Use the attached rubric to grade each group in their retell.
Informal: Walk around during the independent practice/group work and make sure that each student is contributing.

Closure: Share with students that they have learned how to retell stories. Tell them that they can use the sharing glove for other things like show and tell, presentations and summarizing books. Ask students if they could think of any other ways to use the sharing glove.

Modifications (for ELLs, special ed, or low performing students): Use the buddy system for this group, make sure you spend some extra time explaining the Who, What, When, Where, Why and How of stories. Their buddy’s should be aware that they are there to assist students in understanding and participating in the group. While walking around during the independent practice make sure that the buddy is helping and that each are contributing to the group discussion.